MACGYVER WEEK AND OTHER NOVEL TASKS IN A METHODS CLASS FOR PRESERVICE EARTH SCIENCE TEACHERS

Methods courses are typically the first (and all too often the last) opportunity for preservice teachers to integrate content knowledge with training in writing lesson plans and conducting presentations. Writing and running mock trials of lesson plans are important, but methods classes lend themselves to a variety of other experiential methods, especially in unplanned and/or spontaneous formats. Such activities can be cooperative, collaborative, or individualistic, and can hone skills and move students out of their comfort zones.

Several tasks are described: during MacGyver Week, students are given a random assortment of materials scavenged from instructional laboratories, and they must devise relevant demonstrations of Earth/physical science processes. During the Microteach, students are assigned an Earth science topic and must focus on a fundamental scientific principle. The Nanoteach is similar in format, but more tightly focused and more kinesthetic. Students narrate uncaptioned Earth science graphics during Explain-the-Figure Day. To study the teaching of evolution, students read the Kitzmiller V. Dover legal decision and conduct an asynchronous, guided discussion.

Some patterns emerge from the application of these tasks. Students are able to replicate compelling demonstrations during MacGyver Week, but are often at a loss to explain the fundamental scientific concept(s) behind the demos. Elementary education (ELE) students show greater skill and comfort than secondary (SEC) students in spontaneous activity, but generally lower levels of content knowledge. SEC students are more resistant to spontaneity and activities that allow for little planning time. All students express some degree of dissonance between the methods setting and a “real classroom.” This translates into some students not following up on their content gaps/delivery deficiencies. Regardless, tudents do engage in metacognitive reflection, thinking about a teacher’s workload by classifying themselves as either “planners” or “wingers.”